Instructional Support

Response to Intervention (RTI) is an educational approach designed to identify and assist students who may be facing academic or behavioral challenges. It's a structured system that provides early support and uses data to make informed decisions about student progress. 

RTI practices are built on the belief that all students can learn!

Sara Hess, Grades K- 5 Learning Strategist
sara.hess@falmouthschools.org
207-781-3988 ext. 3007
 

April DeCourcey, Grades 6 - 12 Learning Strategist
adecourcey@falmouthschools.org
207-781-7429 ext. 5904
 

Section 504 is part of the federal Rehabilitation Act of 1973, which was enacted by Congress to combat discrimination against individuals with disabilities in services, programs and activities administered by any entity that receives federal income, including public schools. Section 504 states: No otherwise qualified individual with a disability in the United States...shall, solely by reason of his or her disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving federal financial assistance...

There are three prongs the 504 team must consider when determining eligibility for a 504 Plan.

The first prong is a diagnosed mental or physical impairment/disability. The diagnosis can come from a physician or the school can evaluate. Section 504 defines a person with a disability as any person who:

1) Has a physical or mental impairment that substantially limits one or more major life activities; or

2) Has a record of such an impairment; or

3) Be regarded as having such impairment. Generally, schools focus on the first one as the other two are most often seen in the work place.

The second prong to be considered by the school eligibility team is whether the impairment substantially limits a major life function. Examples of major life functions are: seeing, hearing, breathing, thinking, walking, caring for oneself, sleeping, learning, speaking, reading, concentrating, communicating, performing manual tasks, bending, lifting, major bodily functions (such as respiratory, digestive, immune system).

Substantially limits refers to the “condition, manner or duration” in which the student performs the identified major life activity with respect to “most people in the general population.”

When we consider this prong, we take out mitigating measures, such as medications, the use of assistive technology, psychological/behavioral therapy, or reasonable accommodations already in place.

The third prong to be considered is the need for a plan. The team puts the mitigating measures back into the equation and considers the students’ access needs.

A student may be eligible in the first two prongs, but may not be in need of accommodations beyond those available to the general school population (and, therefore, not need a 504 Plan). Some students will still have additional needs to access their education and be in need of a 504 Plan, while others may not have a need at that time as medication or common accommodations are able to assist them. The 504 team may reconvene at anytime if circumstances change to determine if the team needs to reconsider a 504 Plan for the student.

The 504 referral process refers to the steps taken to evaluate whether a student qualifies for accommodations under Section 504 of the Rehabilitation Act of 1973. Section 504 is a federal law in the United States that prohibits discrimination against individuals with disabilities in programs and activities that receive federal financial assistance, including public schools. It requires schools to provide equal access and reasonable accommodations to students with disabilities to ensure they can participate in the educational environment.

It's important to note that the 504 process is separate from the process for special education services under the Individuals with Disabilities Education Act (IDEA). While both laws provide support for students with disabilities, they have different eligibility criteria and serve different purposes. Section 504 focuses on providing equal access, while IDEA addresses specialized instruction for students with specific educational disabilities.

504 Referral Form

Notice of Parent Guardian Student Procedural Safeguards

April DeCourcey, 504 Coordinator
adecourcey@falmouthschools.org
207-781-7429 ext. 5904

Naomi Fox, 504 Coordinator, Pre-K - 6
nmanjourides@falmouthschools.org
207-781-3988 ext. 3710

Falmouth Public Schools has a duty to locate, evaluate and identify any child residing in the District who may require Section 504 accommodations or services.

Children eligible for Section 504 accommodations or services include those children who have a physical or mental impairment that substantially limits a major life activity.

If you suspect your child may need 504 accommodations, or if you would like additional information, please contact your child’s principal, teacher, or call the office of the 504 Coordinator.

Special education services are a range of support and educational programs designed to meet the unique needs of students with disabilities. These services are provided to ensure that all students have the opportunity to receive a free and appropriate public education (FAPE), regardless of any physical, intellectual, emotional, or developmental challenges they may face. Special education services can vary from one student to another, as they are tailored to each individual's specific needs through an Individualized Education Program (IEP).

What is an Individualized Education Program (IEP)?
An IEP is a legal document outlining a student's educational goals, the services and accommodations they will receive, and the methods for tracking progress. It is developed collaboratively by an IEP team that includes administrators, parents/guardians, teachers, and specialists.

Students are identified for special education services and an IEP through a comprehensive evaluation process that typically involves assessments, observations, and input from parents/guardians, teachers, and specialists (this can take up to 45 days). Criteria for special education services includes existence of a disability that has a negative impact based on data from the school system and the need for specially designed instruction. Disabilities can include physical, intellectual, emotional, or developmental challenges. The IEP team determines if a student meets the eligibility criteria for special education.

Notice of Procedural Safeguards
Falmouth Referral for Special Education
New Referral for Special Education Timeline
Release of Information
Maine Sp. Ed. Regulations (MUSER)

Special Olympics of Maine
State of Maine Department of Education
State of Maine Department of Education: Special Services Dept
Maine Administrators of Services for Children with Disabilities (MADSEC) 
American with Disabilities Act: 504
Office of Special Education and Rehabilitation Services
Special Education Resources on the Internet
Learning Disability Association of America
Learning Disability Association of Maine 
Southern Maine Youth Transition Network (SMYTN)
Access Maine
Understanding Special Education
Youth in Transition
Autism Speaks- enhances lives today and is accelerating a spectrum of solutions for tomorrow
The Autism Society of Maine- provides education and resources to support the valued lives of individuals on the autism spectrum and their families
Autism and the College Experience - article from the Interactive Autism Network and Kennedy Krieger Institute
Sibstrong - The Sibling Support Project is the first national program dedicated to the life-long and ever-changing concerns of millions of brothers and sisters of people with special health, developmental, and mental health concerns.  

Mark Campbell, Director of Special Education
markcampbell@falmouthschools.org
207-781-3200 ext. 2110

Brian Cavanaugh, Assistant Director of Special Education
brian.cavanaugh@falmouthschools.org
207-781-3200 ext. 2110

District-wide:
Chris Morin | Special Education, IEP Coordinator
Meaghan Guiler | BCBA

Falmouth High School:
Jennifer Blanchette | School Psychologist 
Jessica Brewer | Special Education Teacher
Malinda Caron | Special Education Teacher
Erica Jesseman | Special Education Teacher
Danielle Lavoie | Special Education Teacher
Michael Martin | Special Education Teacher
Joellen McCosh | Speech and Language Therapist
Jessica Reed | Occupational Therapist
Jessica Scott | Special Education Teacher
Dianna Schmidt | Occupational Therapist
Diane Spelman | Special Education Teacher
Kelly Valdmanis | Reading Specialist

Falmouth Middle School:
Jordyn Alverez | Occupational Therapist
Skyler Anderson | Special Education Teacher
Michael Boyd | Special Education Teacher
Tristin Krause |  Special Education Teacher
Christine Labbe |  Special Education Teacher
Jennifer Oldham | Occupational Therapist
Hollie Paul | Behavior Strategist
Diane Reid | Speech and Language Therapist
Emma Robidoux | Occupational Therapist
Gabbi Simbari |  Special Education Teacher
Sarah Skillin |  Special Education Teacher
Kelly Valdmanis | Reading Specialist

Falmouth Elementary School:
Alessa Foley | Behavior Strategist
Kim Mosca |  Special Education Teacher
Carla Stinton |  Special Education Teacher
Norah Brennan | Occupational Therapist
Rebecca Lanham | Occupational Therapist
Jennifer Oldham | Occupational Therapist
Lisa Cooke | Physical Therapist
Trish Conant |  Special Education Teacher
Andy Folley |  Special Education Teacher
Jami Haynes | Special Education Teacher 
Katherine Lynn | Speech and Language Therapist
Shannon McFarland | Speech and Language Therapist
Caroline Pinkham | School Psychologist 
Kristina Hokkanen | School Psychologist 
Lisa Hild | Speech and Language Therapist
Lydia Aloisio | Speech and Language Therapist
Amanda Lowe | Special Education Teacher
Kathy Pizzo | Special Education Teacher
Christina Carico | Special Education Teacher

Falmouth Public Schools has a duty to locate, evaluate and identify any child residing in the District who qualifies for Special Education services.

Children eligible for special education include those children with disabilities who have autism, deaf-blindness, emotional disturbance, hearing impairment, multiple disabilities, orthopedic impairment, other health impairment, specific learning disability, speech or language impairment, traumatic brain injury, acquired brain injury, visual impairment, or developmental delay and who, because of such an impairment, need special education services.

If you suspect your child has a disability and may need special education services, or if you would like additional information, please contact your child’s teacher, or call the Special Services office at 207-781-2079.

IHBAC - Child Find

IHBAC-E Child Find Notice

What laws govern special education in the United States?
In the United States, special education is primarily governed by the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act. IDEA focuses on specialized services for students with specific educational disabilities, while Section 504 prohibits discrimination against individuals with disabilities in programs receiving federal funding.

Policies

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